{"id":937,"date":"2025-12-16T07:51:42","date_gmt":"2025-12-16T07:51:42","guid":{"rendered":"https:\/\/cskill.eu\/?page_id=937"},"modified":"2026-01-27T17:29:12","modified_gmt":"2026-01-27T17:29:12","slug":"digitalna-alatka-za-skrining-na-disleksija","status":"publish","type":"page","link":"https:\/\/cskill.eu\/en\/alatki\/digital-dyslexia-screening-tool\/digitalna-alatka-za-skrining-na-disleksija\/","title":{"rendered":"Digital Dyslexia Screening Tool"},"content":{"rendered":"
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Guidelines for Using the \"Identify to Support\" Tool<\/span><\/h2>\r\nThis screening tool is designed to help career counselors and youth workers identify potential indicators of dyslexia in high school students.<\/span>\r\n\r\nIt is not a diagnostic instrument, but rather an early identification aid that can inform further steps or support planning.<\/span>\r\n

Preparation and Environment<\/span><\/h2>\r\nBefore administering the tool, it is essential to ensure a calm and supportive environment. The student should feel comfortable, respected, and not under pressure. The test should ideally be conducted in a quiet space, free from distractions. A warm, empathetic tone and a non-judgmental approach from the counselor will help the student feel safe and willing to respond honestly.<\/span>\r\n\r\n \r\n\r\nYou may introduce the tool by explaining that:<\/span>\r\n\r\n\u201cWe are going to go through a few statements to better understand how you experience reading, writing, and learning. There are no right or wrong answers\u2014just respond as truthfully as you can based on your personal experience.\u201d<\/span>\r\n\r\n \r\n\r\nEncourage students to ask for clarification if they don\u2019t understand a question. Remind them that this is <\/span>not a test of intelligence,<\/b> and that many capable and successful people have faced similar challenges.<\/span>\r\n

How to Administer<\/span><\/h2>\r\n
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  • Read each question out loud if needed, especially for students with reading difficulties.<\/span><\/li>\r\n \t
  • Allow the student to reflect and answer without rushing.<\/span><\/li>\r\n \t
  • You may clarify examples if they are unsure (e.g., \u201crhyming words like cat\u2013hat\u201d).<\/span><\/li>\r\n \t
  • Responses should reflect their personal experiences, not assumptions about what\u2019s \u201cnormal.\u201d<\/span><\/li>\r\n<\/ul>\r\n

    Scoring and Interpretation<\/span><\/h2>\r\nEach answer corresponds to a point value (as per the internal scoring rubric).<\/span>\r\n\r\nFor questions 1\u201317, each response is scored as follows:<\/span>\r\n
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    • 1 point (not at all)<\/span><\/li>\r\n \t
    • 2 points (a little)<\/span><\/li>\r\n \t
    • 3 points (sometimes)<\/span><\/li>\r\n \t
    • 4 points (often)<\/span><\/li>\r\n<\/ul>\r\nFor questions 18\u201330, the scoring system is as follows:<\/span>\r\n
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      • 2 points (not at all)<\/span><\/li>\r\n \t
      • 4 points (a little)<\/span><\/li>\r\n \t
      • 6 points (sometimes)<\/span><\/li>\r\n \t
      • 8 points (often)<\/span><\/li>\r\n<\/ul>\r\nOnce the total number of points has been calculated, the test result should assist professionals in determining whether additional support, an individualized approach, or referral for a formal assessment is required.<\/span>\r\n\r\nThis tool does not provide a diagnosis; rather, it supports the early identification of potential risk factors associated with dyslexia.<\/span><\/i>\r\n

        Interpretation of Results<\/span><\/h3>\r\n

        Below 86 points \u2013 Unlikely presence of dyslexia traits<\/span><\/i><\/span><\/h4>\r\nThe results indicate that the student is unlikely to exhibit pronounced difficulties characteristic of dyslexia. This range is typically observed in students who do not display common signs of dyslexia. However, if academic performance remains weak despite this result, other factors may be present (for example, difficulties with attention, motivation, or comprehension of the learning material). It is important to note that some students with dyslexia develop compensatory strategies that may mask their difficulties.<\/span>\r\n

        Between 86\u2013129 points \u2192 Possible mild dyslexia traits or dyslexia indicators<\/span><\/i><\/span><\/h4>\r\nThis result indicates the presence of certain characteristics associated with dyslexia, though in a milder form. Students in this category are typically diligent and achieve good academic outcomes, but they often do so with significantly greater effort than their peers. They may frequently feel uncertain about their own abilities and display lower self-confidence. A counselor may recommend reading strategies, the use of digital support tools, additional instructional explanations, and activities aimed at strengthening self-confidence and motivation.<\/span>\r\n

        Above 129 points \u2013 High likelihood of dyslexia<\/span><\/i><\/span><\/h4>\r\nThis result indicates significant difficulties related to reading, writing, and information processing. Students with this score often demonstrate pronounced strengths in creative thinking, visual\u2013spatial abilities, and problem-solving; however, they require structured support and appropriate adjustments in the learning process. The counselor should recommend a formal assessment by a special educator or psychologist, as well as engage in discussions with parents and teachers regarding possible forms of support.<\/span>\r\n\r\nIt is important to emphasize that early identification and encouragement of strengths can significantly influence a student\u2019s self-confidence and academic progress.<\/span><\/i><\/span>\r\n\r\n \r\n\r\nImportant Reminder<\/b><\/span>\r\n\r\nThe purpose of this tool is to support understanding and guidance, not to assign labels. Each result should be considered within the context of the student\u2019s individual circumstances, including motivation, emotional state, and educational environment.<\/span>\r\n\r\n \r\n\r\nRemember: this tool aims to open conversations and guide support, not to label or diagnose.<\/span><\/i><\/span>\r\n\r\n \r\n

        Next Steps<\/span><\/h2>\r\nIf indicators of dyslexia are identified, counselors should:<\/span>\r\n
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        • Discuss the findings with the student and their guardians (if appropriate);<\/span><\/li>\r\n \t
        • Share informative resources (e.g., www.cskill.eu);<\/span><\/li>\r\n \t
        • Collaborate with teachers or school specialists;<\/span><\/li>\r\n \t
        • Encourage the student\u2019s strengths and advocate for inclusive strategies.<\/span><\/li>\r\n<\/ul>\r\n

          Disclaimer<\/span><\/h2>\r\n \r\n\r\nThis tool does not provide a diagnosis.<\/b><\/span>\r\n\r\nIt is intended for awareness and referral purposes only.<\/span>\r\n\r\nFor formal assessment, please consult a licensed professional.<\/span>\r\n\r\nOnly licensed professionals are authorized to conduct a formal assessment and establish a diagnosis of dyslexia or other specific learning difficulties.<\/span>\r\n\r\nThis tool is designed to support career counselors, youth workers, and teachers in recognizing potential signs of dyslexia and in encouraging students toward further support, understanding, and acceptance of their individual learning differences.<\/span>\r\n\r\n \t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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          Dyslexia Screening Tool<\/p>\n

          Part 1 \u2013 General Observations (Questions 1\u201317)<\/span><\/h2>\n

          This section focuses on the student\u2019s everyday behavior and school-related learning habits, particularly in relation to reading, writing, attention, and the organization of learning. The questions are designed to identify general indicators of difficulties that may suggest the presence of characteristics typically associated with dyslexia.<\/span><\/p>\n

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          Part 2 \u2013 Language and Literacy Skills (Questions 18\u201330)<\/span><\/h2>\n

          This section addresses abilities related to reading, writing, pronunciation, and language comprehension. The questions help determine whether the individual experiences difficulties with phonological awareness, recognizing and associating letters with sounds, as well as with reading fluency and oral expression.<\/p>\n<\/div>\n \n \n \n \n

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          1 \/ 30<\/p>\n \n

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          1. \u0418\u043c\u0430 \u0442\u0435\u0448\u043a\u043e\u0442\u0438\u0438 \u0432\u043e \u0440\u0430\u0437\u0431\u0438\u0440\u0430\u045a\u0435\u0442\u043e \u043d\u0430 \u043e\u043d\u0430 \u0448\u0442\u043e \u0433\u043e \u0447\u0438\u0442\u0430.<\/p>\n\n <\/div>\n \n

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